Navigating Students' Opportunities to Learn

• In Event: Roundtable Session 13
  In Roundtable Session: Navigating Educational Equity and Excellence in Aotearoa–New Zealand

Abstract

In this paper we explore the concept of opportunity to learn (OTL) in senior secondary schools in New Zealand. We focus particularly on Year 12 (Grade 11) English Language Arts students from low socio-economic status (SES) communities, including students who are Māori or Pasifika and the opportunities they are given to develop disciplinary reading and qualifications needed for transition to degree-level education.

A number of writers have used the concept of OTL to examine the inequalities within the American education system that contribute to poorer achievement by particular groups of students (Herman, 2014; Postlethwaite, 1967). Darling-Hammond (2006, p.15) has argued for example that “students of color and low-income students” are less likely to have access to educational resources, intellectually challenging curricula, and quality teaching, than their white and more affluent peers. The New Zealand education system is recognized internationally for its overall high quality. At the same time, there is a persistent gap in achievement between students in low SES schools, in which there is an overrepresentation of Maori and Pacific Island students, and students in more affluent communities. In total 34 secondary schools participated in the study. Cross-sectional analyses of students’ participation and achievement rates in literacy-related qualifications were conducted over a four-year period. The total number of students varied from 5370 to 5528. Observations of 46 English teachers were conducted in 26 of the 34 schools to examine properties of literacy instruction. Schools were grouped into three categories according to SES. Comparisons were made between the participation and achievement rates of students in the three SES groups of schools and between New Zealand European and Maori and Pasifika students. Findings show markedly lower opportunities for Maori and Pasifika students to participate in high-stakes assessments of literacy and fewer opportunities for students in low SES schools to receive rich literacy instruction. We discuss factors specific to the New Zealand curriculum and assessment systems that contribute to the current situation and suggest possible ways to achieve a more equitable outcome for all students.

Author

• Aaron Wilson, University of Auckland